高校英语教师反馈素养现状调查与分析
Surveying English teachers'feedback literacy in Chinese tertiary context
张志武 1徐锦芬2
作者信息
- 1. 华中科技大学;长沙理工大学
- 2. 华中科技大学
- 折叠
摘要
教师反馈素养是发挥反馈促学有效性的重要保障.本研究基于1401位高校英语教师的问卷调查数据以及其中七位教师的半结构式访谈数据,从设计反馈、学习反馈、建立反馈共识和示范反馈四个维度考察了我国高校英语教师的反馈素养现状.研究发现,我国高校英语教师的反馈素养整体良好,但四个维度表现出不同发展水平,其中设计反馈维度得分最高,学习反馈维度得分最低,而教龄、授课对象和学校层次对设计反馈维度和示范反馈维度具有显著影响.该研究有助于揭示我国高校英语教师的反馈素养水平,为促进教师发展提供参考.
Abstract
Teacher feedback literacy is critical to enhancing feedback effectiveness for learning.Based on questionnaire data from 1401 English teachers and semi-structured interview data from 7 teachers in tertiary context in China,this study examines the status of quo of English teachers'feedback literacy in tertiary context in terms of the four dimensions of designing feedback,learning feedback,building feedback consensus,and modeling feedback.The findings indicate that English teachers in Chinese tertiary context exhibit an above-average level of feedback literacy,but they demonstrate varied levels in the four dimensions,among which,designing feedback boasts the highest score while learning feedback the lowest.It is also found that teaching experience,students'levels and university level significantly influence designing feedback and modeling feedback.This study thus outlines the status of quo of English teachers'feedback literacy in the tertiary context in China,and contributes to teacher professional development.
关键词
教师反馈素养/教师反馈/反馈素养/教师专业发展Key words
teacher feedback literacy/teacher feedback/feedback literacy/teacher professional development引用本文复制引用
基金项目
2023年湖南省社科基金年度项目一般项目(23YBA100)
出版年
2024
NETL
NSTL
万方数据